About the journal
The Journal of Language, Culture, and Translation (LCT) is an open-access, editorial-reviewed, and, double-blind peer-reviewed academic journal published biannually by the English department at the Islamic Azad University, Shahreza Branch, both in electronic and printed forms. LCT is dedicated to the publication of contributive results obtained from excellent research on the English language, culture, and translation. Drawing upon a pedagogical perspective, the journal welcomes any paper reporting any research project that is empirical, experimental, or conceptual in nature.
For inquiries, please contact us through the journal's email (lct@iaush.ac.ir) or through the following Whatsapp number: +989133228533
Call for Papers
Journal of Language, Culture, and Translation (LCT)
ISSN: 2322-2905
Special Issue:
Exploring Approaches to Calculating Passing/Cutoff Scores in Educational Assessment
The Journal of Language, Culture, and Translation (LCT) is seeking original research articles from academics, scholars, and practitioners for a special issue centered on the theme of "Exploring Approaches to Calculating Passing/Cutoff Scores in Educational Assessment." This special issue seeks to consolidate state-of-the-art research and novel viewpoints on the many approaches and procedures used to establish passing or cutoff scores in educational examinations across a range of language and cultural settings.
Background:
Educational assessment is essential for assessing the knowledge, abilities, and competencies of learners. An essential component of educational assessment is determining passing or cutoff scores, which indicate the minimal level of competence necessary for an acceptable performance. Establishing suitable passing thresholds entails intricate deliberations, including factors such as the assessment's inherent nature, its intended objectives, the attributes of the examinees, and the sociological and cultural milieu in which the assessment is conducted.
Objectives:
This special issue aims to investigate the theoretical frameworks, empirical studies, and practical methodologies used to determine passing or cutoff scores in educational assessment. We encourage the submission of research that explores novel approaches, psychometric tools, and statistical models for establishing and confirming passing scores. We particularly welcome submissions that rigorously analyze the influence of cultural and contextual elements on the calculation of passing scores, as well as research that investigates the consequences of passing score decisions for educational policies and practices.
Potential topics may include, but are not limited to:
- Psychometric approaches for setting passing scores in different educational contexts.
- Comparative analysis of passing score determination methods across different language and cultural settings.
- Validity and fairness considerations in determining passing scores for diverse learner populations.
- The impact of passing score decisions on educational policies, curriculum development, and teacher training.
- The use of technology and computer-based testing in setting and adjusting passing scores.
- The influence of cultural and societal factors on passing score decisions.
- Case studies and best practices in passing score determination for language proficiency assessments.
- The effects of different passing score criteria on test performance and test-taker motivation.
Submission Guidelines:
Authors are invited to submit their original research papers adhering to the guidelines provided in the Journal of Language, Culture, and Translation. All submitted papers will undergo a rigorous peer-review process to ensure the quality and relevance of the published articles.
Paper submission is available for authors via the journal website at: https://sanad.iau.ir/journal/lct/. The manuscripts can also be submitted as an attachment via the following email: lct@iaush.ac.ir
For further inquiries, please contact us through this email (lct@iaush.ac.ir).
Recent Articles
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Open Access Article
1 - Perceptions of Iranian EFL Learners on Teaching Effectiveness of Explicit and Implicit Grammar Instruction Methods
Sepideh Rafiei Sakhaei Biook Behnam Zohreh SeifooriIssue 1 , Vol. 6 , Spring_Summer 2023Although there is controversy surrounding the place of grammar in foreign language teaching, it remains of great importance for learners. This explanatory mixed methods study aimed to investigate Iranian EFL learners’ perceptions of the teaching effectiveness of t MoreAlthough there is controversy surrounding the place of grammar in foreign language teaching, it remains of great importance for learners. This explanatory mixed methods study aimed to investigate Iranian EFL learners’ perceptions of the teaching effectiveness of three computer-assisted grammar teaching methods, which mainly differ in the degree of explicitness. The participants in the quantitative phase of the study were 70 Iranian EFL learners chosen from Payam Noor University of Tabriz. Besides, 15 participants were randomly selected for the qualitative phase of the study. The participants were divided into three groups of grammar teaching, including Traditional Explicit Instruction (TEI), Implicit Input Enhancement (IIE), and Guided Discovery Method (GDM). The data was collected through the Students’ Evaluation of Educational Quality (SEEQ) questionnaire and a semi-structured interview. The results of descriptive statistics showed that the participants in all three instructional groups generally had positive perceptions of computerized grammar teaching approaches. Despite opposing views, the qualitative data analysis also confirmed the effectiveness of the methods. This study concludes with some important implications for EFL teachers, learners, and educational administrators to improve the quality of education. Manuscript profile -
Open Access Article
2 - Challenging Gender Discourse and the Maternal in Society: An Analysis of Female Agency in Chimamanda Ngozi Adichie’s Americanah within the Framework of Irigaray’s Theory
Hasti Soltani Ali Salami Mohsen HanifIssue 1 , Vol. 6 , Spring_Summer 2023This study examines the theory of Luce Irigaray on the abolition of gender differences and the notion of motherhood in order to emphasize the alleged superiority of men. It also analyzes Chimamanda Ngozi Adichie’s novel Americanah. Irigaray argues that women’s identity MoreThis study examines the theory of Luce Irigaray on the abolition of gender differences and the notion of motherhood in order to emphasize the alleged superiority of men. It also analyzes Chimamanda Ngozi Adichie’s novel Americanah. Irigaray argues that women’s identity has historically been defined by their maternal role, claiming that men’s identity is shaped by discourse, culture, and subjectivity, while women are characterized by nature, marginalization, and objectification. Contrary to Irigaray’s assertion, the female protagonists in Americanah are portrayed as being as closely associated with culture and discourse as their male counterparts, rather than nature and neglect. Moreover, it focuses on Germaine Greer’s theories specifically on the genuine freedom of ladies requires an otherworldly liberation that goes before physical flexibility. As it has shown throughout this article this freedom includes a dismissal of the profoundly imbued social and social standards that oversee female behavior. The novel foregrounds the voices of women whose expressions are suppressed by social norms. Each female character in the narrative takes on a significant cultural role and challenges Irigaray’s perspective. This study addresses gender inequalities and questions the perpetuation of misogynistic gender narratives that uphold the dominant social order and favor dominant groups. Manuscript profile -
Open Access Article
3 - The Contribution of General Pragmatic and Pragmalinguistic Characteristics of Sarcasm to the Recognition of Online Sarcasm: A Qualitative Study
Zeynab Esmaeili Mohsen Shahrokhi Maryam FarniaIssue 1 , Vol. 6 , Spring_Summer 2023Sarcasm constitutes a main aspect of pragmatics. This study sought to identify the general pragmatic and pragmalinguistic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a qua MoreSarcasm constitutes a main aspect of pragmatics. This study sought to identify the general pragmatic and pragmalinguistic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a qualitative thematic analysis design was used. The participants consisted of three groups (each consisting of 9 members) 1. natives 2. EFL 3. ESL , they were selected through snowball sampling. To collect the required data, a semi-structured interview was utilized. To analyze the collected data, manual thematic analysis of the data gathered through the semi-structured interview was conducted. According to the results, the following pragmalinguistic characteristics of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm were identified in the interviews: Emoticon, hyperbole, laughing and exclamation marks, and positive wording. Moreover, the general pragmatic characteristics of sarcasm that English native speakers and Iranian EFL/ESL learners draw on (as documented by the interviews) in the recognition of online sarcasm were allusion to antecedent, insincerity, contradiction, negative attitude, and victim. The findings have some implications for policymakers, curriculum planners, material developers, EFL teachers and researchers. Manuscript profile -
Open Access Article
4 - The Comparative Effect of Self, Peer, and Teacher Assessment in Speaking on EFL Learners' Autonomy
Samaneh Baghoulizadeh Mania NosratiniaIssue 1 , Vol. 6 , Spring_Summer 2023This study compared the effect of self-assessment (SA), peer assessment (PA), and teacher assessment (TA) in speaking on EFL learners' autonomy. For this purpose, 60 EFL learners were selected and divided into three groups, i.e., SA, PA, and TA. The Learner Autonomy Que MoreThis study compared the effect of self-assessment (SA), peer assessment (PA), and teacher assessment (TA) in speaking on EFL learners' autonomy. For this purpose, 60 EFL learners were selected and divided into three groups, i.e., SA, PA, and TA. The Learner Autonomy Questionnaire (Zhang & Li, 2004) was administered as a pretest. In each group, the relevant assessment procedure was used. After the termination of the treatment, the Learner Autonomy Questionnaire was given as a posttest. Using ANCOVA, the results revealed (a) there were significant differences among the three assessment types, (b) SA had the most significant influence on EFL learners’ autonomy, and (c) TA had a more significant influence on EFL learners’ autonomy than PA. The results can enable those engaged in the language teaching and learning process to possess a better perspective on EFL learners’ autonomy, considering the impact of different types of assessment on EFL learners' speaking. Manuscript profile -
Open Access Article
5 - A Review Paper on ELT Articles Conducted on Mobile-Assisted Task-Based Language Learning
Hoda SistaniIssue 1 , Vol. 6 , Spring_Summer 2023This paper presents a comprehensive review of 50 studies conducted between 2014 and 2023, delving into the world of mobile-assisted task-based language learning (M-TBLL). Our investigation sought to illuminate the educational and learning contexts, methodologies, data c MoreThis paper presents a comprehensive review of 50 studies conducted between 2014 and 2023, delving into the world of mobile-assisted task-based language learning (M-TBLL). Our investigation sought to illuminate the educational and learning contexts, methodologies, data collection techniques, learning outcomes, and challenges associated with M-TBLL. To this end, we meticulously combed through the ISI Web of Science database, ultimately analyzing 50 carefully selected papers from a pool of 398 identified publications. The review yielded several key findings. First, all included studies focused on language learning, demonstrating the versatility of M-TBLL across various linguistic domains. Second, a clear trend emerged toward higher education settings as the primary research ground for M-TBLL, highlighting its potential for advanced language acquisition. Moreover, the review revealed a growing emphasis on informal learning contexts, suggesting a shift towards mobile technology facilitating language learning beyond the traditional classroom walls. In-depth empirical studies on mobile seamless learning could shed light on the integration of mobile devices into existing learning environments. Additionally, research into tasks specifically designed based on learners' needs analyses could personalize and optimize the M-TBLL experience. Finally, investigations into cognitive load and learning anxiety in M-TBLL contexts could offer valuable insights into mitigating student stress and maximizing learning potential. By addressing these gaps and embracing emerging trends, future research can continue to shape and refine the landscape of M-TBLL, unlocking its full potential for enhancing language acquisition in diverse educational settings. Manuscript profile
Most Viewed Articles
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Open Access Article
1 - A Qualitative Study of Reciprocal Scaffolding Techniques on Iranian EFL Learners' Views via Language Management System (LMS)
مرضیه سبزواری ندا فاتحی راد مسعود تاج الدینیIssue 2 , Vol. 5 , Autumn_Winter 2023This qualitative study aimed to investigate the effect of reciprocal scaffolding techniques in EFL classes on Iranian EFL learners’ views in a Language Management System (LMS) environment. In doing so, 32 pre-intermediate EFL students of a language institute in Ke MoreThis qualitative study aimed to investigate the effect of reciprocal scaffolding techniques in EFL classes on Iranian EFL learners’ views in a Language Management System (LMS) environment. In doing so, 32 pre-intermediate EFL students of a language institute in Kerman were selected based on a simple random sampling method. The data gathering tools included a homogeneity test and then related interviews. The participants received reciprocal-scaffolding techniques instruction in their online class via LMS. They practiced the teaching strategies which encouraged learners’ independence in the LMS environment. At the end of the course, the participants were interviewed based on the data saturation technique. The results of the interview analyzed the positive and negative views of EFL learners toward the use of these strategies in the LMS context. Findings indicated that the usage of reciprocal teaching and scaffolding and their integration offered greater learning chances in terms of additional learning resources in the context of the LMS. The final stages of RT scaffolding were related to the students’ independence and autonomy, so they could study the extra sources without getting help from the instructor. Totally, all factors resulted in high learners' satisfaction with the techniques. The study suggested some pedagogical implications for EFL teachers and learners in using reciprocal scaffolding techniques in the EFL context. Manuscript profile -
Open Access Article
2 - Exploring the Effect of Teacher-student and Student-student Rapport on Classroom Sense of Community and Students’ Classroom Engagement
نیما یمرلی حامد ضرابی نادیا قرنیIssue 1 , Vol. 5 , Spring_Summer 2022The aim of the current study was to explore the effect of teacher-student rapport and student-student rapport on classroom sense of community and students’ classroom engagement among Iranian secondary high school EFL learners. For this to be done, 300 teenage stud MoreThe aim of the current study was to explore the effect of teacher-student rapport and student-student rapport on classroom sense of community and students’ classroom engagement among Iranian secondary high school EFL learners. For this to be done, 300 teenage students from different high schools in Golestan province, Iran were recruited through random sampling to partake in the study. For the data to be collected, three questionnaires (teacher-student rapport and student-student rapport scale, classroom sense of community scale, and students’ classroom engagement scale) were distributed among the participants. A total of 57 6-Likert items were answered by the students. Using Exploratory factor analysis (EFA), Pearson correlation, and Mediation analysis, it was revealed that there was a significant correlation between teacher-student rapport and student-student rapport and classroom engagement and classroom sense of community. In addition to that, it was revealed that a classroom sense of community had a direct and significant effect on students’ engagement. The implications of this study are mainly for the teachers to provide a friendly relationship with their students and with the students themselves so that they can feel relaxed and safe to be engaged in the learning process. Manuscript profile -
Open Access Article
3 - A TELL-Based TBLT in ESP Courses: Focus on Undergraduates’ Metacognitive Reading Comprehension Strategies
مهناز شعله محمد رضا طالبی نژاد محسن شاهرخیIssue 2 , Vol. 4 , Autumn_Winter 2022Achievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental ( MoreAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental (ESP+TELL+TBLT) groups in this investigation. A metacognitive reading strategies questionnaire was modified and translated by the researchers. Moreover, a Computer Attitude questionnaire was employed to check the experimental participants’ interest in learning via technology. Data analysis was conducted via SPSS 24. Their metacognitive reading comprehension strategies were analyzed via a set of mixed between-within subjects’ analysis of variance (SPANOVA). Results revealed that there was a significant interaction between treatment method and time, i.e., both groups revealed a change in metacognitive reading strategies score across time, though the control group performed negatively, showing a slight decrease. The findings also indicated that while a mean difference was mathematically observed between the control and experimental groups in terms of metacognitive reading strategies, such a difference was not considered statistically significant. That is, there was no significant difference in the strategies for both groups, yet the experimental group revealed an increase in the mean scores. The experimental participants did not reach any significantly different level for metacognitive reading strategies compared to their control-group counterparts. Nonetheless, since SAMT material was instructed to learners during one academic semester, this study implied a single academic semester was not adequate time to work on and improve the learners’ metacognitive reading comprehension strategies. Manuscript profile -
Open Access Article
4 - Creativity and Literary Translation: Analyzing the Relationship between Translators’ Creativity and their Translation Quality
راضیه رشیدی نژاد ندا فاتحی رادIssue 1 , Vol. 4 , Spring_Summer 2021The present study analyzed the relationship between translators’ creativity and their translation quality. It also aimed at finding the possible connection between the Iranian translators' gender and the quality of their translation. To achieve this end, 40 transl MoreThe present study analyzed the relationship between translators’ creativity and their translation quality. It also aimed at finding the possible connection between the Iranian translators' gender and the quality of their translation. To achieve this end, 40 translation students of both genders were selected from Azad University of Kerman participated in this study. First, the Oxford placement test was administered to achieve a homogeneous sample. Second, Kaufman creativity Scale was distributed to them for exploring the translation students’ creativity. Third, an examination of poem translation was administered to the sample. Having finished their translation, the researcher applied Waddington's (2001) model to assess the quality of translation. Data were descriptively and inferentially presented, and the results were shown in the form of tables and figures. According to the careful analysis, a significant relationship was found between students’ creativity and the quality of their translation; however, no significant association was achieved between Iranian translators’ gender and their translation quality. It is hoped that the present study's findings will open new horizons for translation students and masters, leading to good awareness of the role of individual differences in the process of translation. Manuscript profile -
Open Access Article
5 - Translating Idioms: A Study on English Translation of The Date Palm
عبد المجید نصیری مقدم ندا فاتحی رادIssue 1 , Vol. 4 , Spring_Summer 2021The present study sought to investigate the idiomatic expressions in a literary Text based on Baker's (19992) model. More specifically, this study is conducted to find strategies for translating idioms into the English language. It also highlighted if Baker’s stra MoreThe present study sought to investigate the idiomatic expressions in a literary Text based on Baker's (19992) model. More specifically, this study is conducted to find strategies for translating idioms into the English language. It also highlighted if Baker’s strategies were distributed equally through English translation. More importantly, the shortcomings of the idiom translations were presented. The corpus is composed of Moradi Kermani's The Date Palm as Source Text (ST), with the English translation as Target Text (TT) by Croskery (2017). Based on the received data, "translation by paraphrase" strategies have been used in many cases and frequently by the translator. This strategy is most commonly used in translating idioms when the translator cannot find any equivalents for the source idiom. The least frequent strategies related to "using an idiom of similar meaning and form" that translator attempts to find an expression in the target language which is equivalent to the source language both in terms of meaning as well as lexical items. Manuscript profile -
Open Access Article
6 - The Effect of Ideology on the Rendition of Political Texts in Iranian Persian Newspapers and Western English Newspapers
سعید تاکی سعیده عمیدIssue 3 , Vol. 1 , Summer 2012This study aimed at finding about the extent to which ideological tendencies would influence the news writers’ strategies in providing the finished product. It also attempted to uncover the underlying ideological assumptions hidden in the source text and the targe MoreThis study aimed at finding about the extent to which ideological tendencies would influence the news writers’ strategies in providing the finished product. It also attempted to uncover the underlying ideological assumptions hidden in the source text and the target text. For this purpose, the controversial issue of Iran’s nuclear program was selected and the data was extracted from Tehran Declaration and the Iranian president’s speech together with their renditions in Western English newspapers. Then, the syntactic and semantic features of the original text were set against those of the English renditions based on Hodge and Kress’s framework (1996). The Chisquare test was used to determine whether there were any significant ideological differences. The results revealed significant differences in terms of ideological tendencies. Manuscript profile -
Open Access Article
7 - Writing Anxiety among Iranian EFL Learners and its Relationship with Tolerance of Ambiguity: A Gender Perspective
ایرج زارعی خاتونی شیما قبادیIssue 1 , Vol. 5 , Spring_Summer 2022This study aims to investigate the relationship between writing anxiety and ambiguity tolerance among Iranian Intermediate EFL learners. Moreover, the researcher explored the role of gender in this matter. Random sampling was employed to select about 60 Iranian intermed MoreThis study aims to investigate the relationship between writing anxiety and ambiguity tolerance among Iranian Intermediate EFL learners. Moreover, the researcher explored the role of gender in this matter. Random sampling was employed to select about 60 Iranian intermediate EFL learners (23 males and 37 females) from two private language schools in Karaj, Iran, whose ages range from 16 to 25. Before the data collection, a QOPT was administered as a standardized measure to check the homogeneity of subjects. Later, the selected participants were provided with the Second Language AT Scale (SLTAS) (Ely, 1995). After completing this scale, the Language Writing Anxiety Inventory (SLWAI) was completed by them. After the data collection, the obtained scores were analyzed by SPSS Software. The following results were reached upon the completion of the experiment: (a) that there is a significant relationship between these two variables. It was found that the participants with a high level of ambiguity tolerance are less anxious; (b) male and female learners are different in the levels of writing anxiety. It was found that females are more anxious while writing in L2, and (c) it was found no significant relationship between gender and tolerance of ambiguity. Manuscript profile -
Open Access Article
8 - Iranian EFL Learners’ Attitudes Toward Autonomous English Learning Through the HelloTalk Mobile Application
علی صادقی عزیزه چالاکIssue 2 , Vol. 5 , Autumn_Winter 2023This study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed MoreThis study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed a quasi-experimental design. In doing so, 54 intermediate EFL learners were selected from Fargooyan Language Institute in Isfahan, Iran. In this connection, six experts in the field were also asked to review the app, complete a questionnaire, and provide written feedback to add multiple perspectives to the design. They received the TAM questionnaire for better results on the use of the app. Furthermore, the interview adopted from the TAM questionnaire was used to explore the external and internal factors involved in this type of mobile learning. The results revealed that utilizing the HelloTalk app significantly and positively affected Iranian intermediate EFL learners’ autonomy. Besides, experts and learners had a positive attitude toward using the application. The findings of this study could be fruitful for learners with enough competence but who do not know how to be autonomous through mobile applications. It could also provide insight into how technology tools and computer programs could facilitate teaching and learning English. Manuscript profile -
Open Access Article
9 - Intervention of Information Synthesization, Making Inferences, and Visualization with Iranian Undergraduates' ESP Reading Comprehension Achievement
سمیه شیخ پور آهن دانی رامین رحیمیIssue 1 , Vol. 4 , Spring_Summer 2021This study investigated the intervention of information synthesization, making inferences, and visualization with Iranian undergraduates' ESP (accounting) reading comprehension achievement. 90 ESP university students majoring in accounting have participated in this stud MoreThis study investigated the intervention of information synthesization, making inferences, and visualization with Iranian undergraduates' ESP (accounting) reading comprehension achievement. 90 ESP university students majoring in accounting have participated in this study. Based on the QPT proficiency test, they were assigned into three homogeneous groups. The pretest showed that the three groups were not significantly different, and then accounting reading comprehension was taught as the treatment. In group A, the focus was on "information synthesization strategy", in group B, the emphasis was on "making inferences strategy", and in group C, the teacher focused on visualization strategy. The results of the post-test revealed that although each of these three strategies improved ESP reading comprehension, information synthesization had the most effect, making inferences had a medium effect, and visualization had less effect on improving the students' ESP reading comprehension ability.This study has implications for students, teachers, and also curriculum developers. Manuscript profile -
Open Access Article
10 - Structural Equation Modeling to Assess the Relationship among Iranian EFL Teachers’ Creativity, Reflective Thinking, and Burnout Levels
ابراهیم صفریIssue 2 , Vol. 5 , Autumn_Winter 2023This study investigated the relationship among Iranian EFL teachers’ creativity, reflective thinking, and burnout levels. Two hundred and eight teachers from different universities and schools were requested to answer three questionnaires, namely the English Langu MoreThis study investigated the relationship among Iranian EFL teachers’ creativity, reflective thinking, and burnout levels. Two hundred and eight teachers from different universities and schools were requested to answer three questionnaires, namely the English Language Teacher Creativity Scale, Reflective Thinking Scale, and Maslach Burnout Inventory. To examine the hypothetical model of relationships, structural equation modeling was used. Results represented that there were significant internal correlations among all the latent variables and their subscales. Moreover, the results of multiple regression analysis revealed that creativity strongly predicted reflective thinking, with creativity having more predictive power compared to burnout. It was also reported that all subscales of creativity and reflective thinking are statistically very relevant. On the other hand, burnout weakly predicted reflective thinking, with burnout having less predictive power than creativity. In total, there was a negative relation between creativity and burnout in which all their subscales were negatively correlated with each other. Manuscript profile
